Literaturnachweis - Detailanzeige
Autor/inn/en | Thomson, Margareta M.; Huggins, Erin; Carrier, Sarah J.; Gray, DeLeon |
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Titel | Developmental Trajectories for Novice Teachers: Teaching Efficacy, Instructional Beliefs, and Domain Knowledge |
Quelle | In: International Journal of Science Education, 44 (2022) 8, S.1277-1298 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Thomson, Margareta M.) ORCID (Carrier, Sarah J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2022.2075948 |
Schlagwörter | Beginning Teachers; Self Efficacy; Science Instruction; Teacher Attitudes; Pedagogical Content Knowledge; Faculty Development; Teacher Education Programs; Teaching Methods; Elementary School Teachers; Attitude Change; Preservice Teachers; Student Attitudes Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Schülerverhalten |
Abstract | The current study investigates the developmental trajectories of "novice elementary teachers' self-efficacy science beliefs", "their science instructional beliefs" and "science knowledge" over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in teachers' self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers' growth in science content knowledge had an impact on teachers' self-efficacy science beliefs and on teachers' instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers' science developmental trajectories and the role of knowledge and beliefs in their professional growth. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |